Research Paper
shahrooz nemati; rahim badri; shahram ,vahedi; Niloufar Broumandzadeh
Abstract
Specific learning disability is a neurodevelopmental disorder that was considered from a positive psychology approach in recent years. The aim of the current research was to draw a concept map of positive psychology constructs in specific learning disability. The research design was a systematic review ...
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Specific learning disability is a neurodevelopmental disorder that was considered from a positive psychology approach in recent years. The aim of the current research was to draw a concept map of positive psychology constructs in specific learning disability. The research design was a systematic review study. Through the PRISMA model, research findings related to the variables of positive psychology constructs in specific learning disability will be examined. In the same vein a systematic review study method with the use of positive psychology keywords and specific learning disability, dyslexia, dysgraphia, dyscalculia, positive thinking, optimistic, resilience, hope, Gratitude, well-being, positive relationships, strengths, satisfaction, hardiness, mindfulness, positive emotion from the web the Data (Pubmed, Eric, Scopus, Sid, Irandoc, Noormags, Ebsco, Science Direct, Pro Quest, Springer), was conducted in accordance with research objectives to executed current study. The findings of this study showed that positive psychology constructs including psychological well-being, resilience, optimism, mental health, quality of life, Happiness, hope, life satisfaction, gratitude, and spirituality are the most effective keywords in the co-occurrence network and positive psychology projects have emphasized on mentioned constructs. Research evidence expresses that reinforcement and recovery of positive psychology constructs can be useful for students with a specific learning disability. This study was indicating the importance of positive psychology constructs in specific learning disorders, thus recommending achieving better results in specific learning disorders merge evidence-based and research activities with clinical and treatment activities.
Research Paper
zakiehe najarian; shahram ,vahedi; touraj hashemi; rahim badri
Abstract
The purpose of the present study was to develop a Affective working memory-based education package and to investigate the effectiveness of this package in improving the cognitive-emotional dimensions of learning for students with the specific learning disability of mathematical disorder. The present ...
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The purpose of the present study was to develop a Affective working memory-based education package and to investigate the effectiveness of this package in improving the cognitive-emotional dimensions of learning for students with the specific learning disability of mathematical disorder. The present study was a semi-experimental pre-test and post-test design on experimental and control groups. The statistical population of the research included all the male and female students with the specific learning disability with mathematical disorder who visited the elementary schools of learning disabilities in Isfahan in the academic year 2021-2022. Within this context, 30 students were selected purposefully and divided randomly into two experimental and control groups. The experimental group received 14 sessions for 60 minutes of Affective rehabilitation intervention based on working memory. Before and after the training, the subjects responded to the problem-solving researcher-made questionnaire, Numerical Stroop Test of John Ridley (1935), Mathematics Attitude Scale of Aiken (1971), and Mathematics Anxiety Scale of Chiu and Henry (1990). The results of covariance analysis demonstrated that training based on affective working memory was effective and significant in problem-solving skills and reducing cognitive inhibition ,the attitude towards mathematics and reducing mathematics anxiety (at the 0.01 level).Considering the effectiveness of affective working memory-based training on the cognitive-emotional variables of students with mathematical disorder, this intervention can aid in improving the cognitive and emotional skills of students with learning disabilities and lay the groundwork for better mathematics learning conditions.
Research Paper
fateme nikbin; Reza Soltani shal; abbasali hossein khanzadeh
Abstract
The current research was conducted with the aim of identifying and prioritizing the indicators of an exceptionally successful school in the elementary school of Rasht city. The current research community consisted of all specialists in the field of education of exceptional students in Rasht city, and ...
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The current research was conducted with the aim of identifying and prioritizing the indicators of an exceptionally successful school in the elementary school of Rasht city. The current research community consisted of all specialists in the field of education of exceptional students in Rasht city, and the participants in this research were 20 university professors, counselors and education teachers as a panel group. Results: From the analysis of the qualitative data obtained from the responses of the participants to this question, 53 codes, 19 sub-indices, then 7 main indicators (educational needs, organizational needs, individual needs of students, need for psychological and counseling services, need to refresh the environment the school, characteristics of the management staff and teachers, considering the special conditions of the students' families) were extracted. In the second step, using the extracted codes, a questionnaire of 51 questions was designed for the decision making of the panel group, and the criterion for accepting each item was to obtain an agreement coefficient of 80%. As a result, a successful school is one that can prepare teenagers for the future life by addressing and planning in the seven dimensions of educational needs, organizational needs, individual needs of students, the need for psychological and counseling services, and the need for rejuvenation. The school environment, the characteristics of the management staff and teachers, considering the special conditions of the students' families in general in order to prepare teenagers for life and employment in the future.
Research Paper
Hoda Faramarzi
Abstract
One of the most obvious characteristics of children with dyslexia and attention deficit/hyperactivity disorder is difficulty in auditory processing, and failure to provide timely intervention for these children has irreparable consequences. The purpose of this research was to develop a cognitive rehabilitation ...
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One of the most obvious characteristics of children with dyslexia and attention deficit/hyperactivity disorder is difficulty in auditory processing, and failure to provide timely intervention for these children has irreparable consequences. The purpose of this research was to develop a cognitive rehabilitation program fast for word and its effectiveness on the auditory processing of children with dyslexia and attention deficit/hyperactivity disorder. The statistical population includes all 7-9-year-old elementary school students in Tehran with dyslexia and attention deficit/hyperactivity disorder who were studying in the second semester of 1401 academic year, and 30 eligible volunteers were randomly divided into two experimental groups. 15 people) and witnesses (15 people) were appointed. The experimental group received the fast for word cognitive rehabilitation program in 10 sessions of 45 minutes. The research tools included the fourth version of the Wechsler IQ test, Moradi et al.'s reading and dyslexia test (2015), Connors-Parent Form questionnaire (1998) and Fisher's list of listening problems (1976). Data were analyzed using multivariate analysis of covariance. The findings showed that the fast for word cognitive rehabilitation program was effective and improved the auditory processing of children with dyslexia and attention deficit/hyperactivity disorder in the experimental group. According to these findings, the fast for word cognitive rehabilitation program is suggested to experts as an effective intervention.
Research Paper
Hamza Mirzai; Salar Faramarzi; Mojtaba Jahanifar; Amir Masnavi
Abstract
The aim of the present study was to determine the effectiveness of the educational package of the multimedia learning environment model on academic engagement and Academic incivility in students with specific learning disorders. The statistical population included all children with special learning disabilities ...
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The aim of the present study was to determine the effectiveness of the educational package of the multimedia learning environment model on academic engagement and Academic incivility in students with specific learning disorders. The statistical population included all children with special learning disabilities in the third and fourth grades of primary school in the academic year 2022-2023 in Esfahan, of which 30 were selected in an available manner and finally were randomly divided into two groups of 15 (experimental and control). Participants completed Clark et al.'s (2015) Academic Incivility Questionnaire and Reeve's (2013) Academic Engagement Questionnaire for the pre-test. In the following, the desired training package was implemented for the experimental group for 8 sessions, each session lasting 45-60 minutes. While the group did not receive a training certificate. In the end, the experimental and control groups completed the Academic Incivility Questionnaire and the Academic Engagement Questionnaire as a post-test. Finally, the data were analyzed using SPSS-24 software using the method of variance analysis with repeated measurements. The analysis of the research data showed that the educational package of the multimedia learning environment model has significantly led to the improvement of academic engagement and Academic incivility (p<0.001). Therefore, it can be concluded that the educational package of the multimedia learning environment model was effective in increasing academic engagement and reducing the Academic incivility of students with specific learning disorders and its durability remained after two months.
Research Paper
omid isanejad; Avin Mohammadi
Abstract
Raising and taking care of children with special needs is a significant as well as challenging matter. Many approaches have been utilized to increase the quality of education for them and reduce the adverse impacts of variables such as stress and depression. One of these approaches, which has received ...
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Raising and taking care of children with special needs is a significant as well as challenging matter. Many approaches have been utilized to increase the quality of education for them and reduce the adverse impacts of variables such as stress and depression. One of these approaches, which has received a lot of attention in recent decades in Iran, is logotherapy. The purpose of this meta-analysis was to determine the effectiveness of logotherapy in parents of children with special needs. The purpose of this meta-analysis was to determine the effectiveness of logotherapy in parents of children with special needs. Using the meta-analysis method, this research determines the effect size of logotherapy by integrating the results of different research. Nine reviewed studies, published between 2011 and 2021, in terms of methodology were selected and meta-analysis was performed on them. The sources of data search were SID, NOORMAGS, MAGIRAN, and CIVILICA. Data analysis was done using CMA2 software and Hedges' g index. The findings show that investigating the heterogeneity of effects using Cochran's Q test, the Q value was 153.30 and the I square was 92.17, which is significant (p<0.001). As a result, the effect sizes are heterogeneous and the random effect model should be considered to analyze the effects. The size of the random effect is equal to 1.08. Similarly, the value of random Hedges' g equal to 1.04 was obtained. Therefore, it can be said that logotherapy has had a great effect on the parents of children with special needs.
Research Paper
fatemeh jafarkhani; Hoda Mohsenifard; azin yazdi; Mozhgan Ghanat
Abstract
The present study aimed to provide an overview of the literature on dyslexia, especially educational games. Therefore, a review of relevant studies on dyslexia, particularly educational games, was conducted. In this study, 31 review articles were analyzed and examined. The study followed the suggestions ...
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The present study aimed to provide an overview of the literature on dyslexia, especially educational games. Therefore, a review of relevant studies on dyslexia, particularly educational games, was conducted. In this study, 31 review articles were analyzed and examined. The study followed the suggestions by Blaikie and Fiske for analyzing bibliographic reviews to evaluate the structure and thematic development and to indicate future research directions in the field of dyslexia. Two analyses were performed. First, by analyzing the bibliographic review to present various aspects of dyslexia research, including identifying highly cited articles, leading universities and countries in the field, as well as identifying the evolution of the topic and trends in this area. The results of this analysis showed that educational games are a peripheral topic that has developed well and the most common keywords after dyslexia, learning disabilities, and omega-3 fatty acids related to the keywords: game-based intervention, serious games, and phonological awareness.
Research Paper
zahra mohamadi; amir ghamarani
Abstract
The aim of the present study was to investigate the effectiveness of mother-child interaction training based on the Precede model, on mothers' meta-emotional philosophy and emotional-behavioral problems in children. This research was a semi-experimental research of pre-test and post-test type with ...
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The aim of the present study was to investigate the effectiveness of mother-child interaction training based on the Precede model, on mothers' meta-emotional philosophy and emotional-behavioral problems in children. This research was a semi-experimental research of pre-test and post-test type with a control group. The statistical population was the mothers of children with emotional and behavioral disorders in the city of Isfahan in 1401, 30 people from this population were selected as a sample and 15 people were randomly assigned to the experimental group, and 15 people were randomly assigned to the control group. The mothers of the experimental group participated in 6 sessions of 60-minute mother-child interaction training based on the Precede model, and the control group did not receive any intervention. Both groups completed the research tools including: Evelyne kehe’s (2006) meta-emotional Philosophy Questionnaire and Achenbach’s (1992) Child Behavior Checklist-Parent Form before and after the intervention. The data were analyzed by univariate and multivariate ANCOVA tests run in the SPSS software (26.00). The findings showed that the values of both variables in control and experimental groups had a significant difference in the post-test stage (significance level less than 0.05). Therefore, this intervention positively and significantly impacted (transemotional philosophy) (F = 201.568 and P = 0.0001) 0) and emotional and behavioral problems (F=36.588 and P=0.0001)), at α=0.05 significant level. Therefore, mother-child interaction training based on Precede model had significantly effect on the meta-emotional philosophy of mothers and emotional-behavioral problems in adolescents aged 11-14 years.
Research Paper
Ali Shabanzadeh; Mohammadbagher hasanvand
Abstract
The present study was conducted with the aim of the effectiveness of schema therapy on the symptoms of Anxiety Disorder in mothers with Intellectual Developmental Disorder children in Quds city. This study was conducted as a semi-experimental research with a pre-test and post-test design with a control ...
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The present study was conducted with the aim of the effectiveness of schema therapy on the symptoms of Anxiety Disorder in mothers with Intellectual Developmental Disorder children in Quds city. This study was conducted as a semi-experimental research with a pre-test and post-test design with a control group. The statistical population of this research included all Mothers with Intellectual Developmental Disorder Children in Qods city in the academic year of 2022-2023 from which 30 people were selected by available sampling and were randomly divided into 2 groups of 15 people, experimental and control. Beck's anxiety questionnaire (1998) was completed as a pre-test by both groups, then the experimental group received 12 sessions of schema therapy and the control group went through their normal daily schedule. Then, post-test was performed on both groups and the research data was analyzed using descriptive statistics (central tendency and dispersion indices) and inferential (covariance analysis) methods. The results showed that schema therapy had a positive and significant effect on reducing Anxiety Disorder symptoms (P<0/005). Using schema therapy as an effective treatment can reduce the symptoms of Anxiety Disorder in mothers with Intellectual Developmental Disorder children and help improve their mental status and daily life.
Research Paper
Sara Rouhani; Mohammad Narimani; Nader Hajloo; REZA Farzizadeh
Abstract
formulation of a therapeutic model based on nerve-centered development, seems necessary for maximum treatment in neurodevelopmental disorders. This research was conducted with the aim of developing and evaluating the effectiveness of innovative method of neuro exuberant proliferation therapy on the developmental ...
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formulation of a therapeutic model based on nerve-centered development, seems necessary for maximum treatment in neurodevelopmental disorders. This research was conducted with the aim of developing and evaluating the effectiveness of innovative method of neuro exuberant proliferation therapy on the developmental indicators and symptoms of children with autism spectrum disorder. The research method is qualitative and quantitative in a descriptive-analytical way. In the qualitative research section, the inductive qualitative content analysis method and then the Delphi method were used to design the theoretical foundations and operational plan of the treatment. After that, using an experimental method with a pre-test-post-test design with a control group, 30 subjects aged 3 to 5 years with autism spectrum disorder were selected randomly in two groups of 15 people, test and control were placed. The intervention was implemented in the amount of 36 sessions, during 3 months, in the form of 45-minute sessions. The measurement tools were Gars 3 and ASQ II. Data were analyzed by ManCova method. The findings indicate positive results in the field of gross movements; problem solving; communication and autistic symptoms (P<0.01), but these changes in the variables of fine movements and personal and social behaviors; not seen. It is concluded that the treatment method based on the neuro exuberant proliferation therapy leads to the growth and expansion of growth-oriented and basic (macro) functions, but its direct effect in a 3-month period on the micro functions that often require learning from the environment is not visible.
Research Paper
usef jalali
Abstract
The poor theory of mind is one of the basic defects of children with intellectual disability, which causes a major dysfunction in most of their functions. This study aimed to design an educational program based on group plays and determine its effectiveness on theory of mind and self-esteem in children ...
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The poor theory of mind is one of the basic defects of children with intellectual disability, which causes a major dysfunction in most of their functions. This study aimed to design an educational program based on group plays and determine its effectiveness on theory of mind and self-esteem in children with mild intellectual disability. This study was semi-experimental with pretest-posttest design with a control group and a follow-up. The population was all students with mild intellectual disability in Tehran in second elementary school who were studying in exceptional schools for the 2022-2023 school year. The sample consisted of 28 male students who were included in the study using convenience sampling and randomly divided into the experimental and control group. The instruments were Theory of Mind test of Steerneman (1999) and Self-Esteem Scale of Rosenberg (1965). The intervention program was implemented on the experimental group in 24 sessions of 90 minutes. Moreover, a follow-up was performed two month after the sessions. The data were analyzed by repeated measures analysis of variance. The results showed that the educational program of this study has good validity and reliability. Moreover, it has a significant effect on improving theory of mind and self-esteem (p< 0.001), and this effect was sustainable after two month. Parents, teachers, psychologists and rehabilitation centers can use the plays of this educational program to improve theory of mind and self-esteem of children with mild intellectual disability.
Research Paper
reza tarkhan
Abstract
The aim of this study was to investigate The mediating role of positive parenting in the relationship between parents' resilience and the quality of life of children with learning disabilities.The research method was applied in terms of purpose and descriptive-correlational in terms of data collection ...
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The aim of this study was to investigate The mediating role of positive parenting in the relationship between parents' resilience and the quality of life of children with learning disabilities.The research method was applied in terms of purpose and descriptive-correlational in terms of data collection method. The statistical population of the study included all primary school students in Tehran in the academic year of 1996-97 who due to academic and learning problems referred to eight counseling centers in Tehran and were diagnosed with learning disabilities in the assessment., from which 150 students (70 girls and 80 boys) were selected by random sampling. Measurement tools included Academic Resilience Questionnaire of Suzuki et al. (2015), the quality of life of Petri, Miss and Velascamp children (2009) and the positive parenting of Lagar et al. (2006).The results show that the research model has a good fit with the collected data. Also, Parental resilience has a direct effect on positive parenting and children's quality of life. The indirect effect of parental resilience on the quality of life of children through positive parenting mediation was also significant. Thus, it should be said that parental resilience can affect the quality of life of children both directly and indirectly and through positive parenting. The results of this study are a message that educators to improve the quality of life of children with learning disabilities, can educate and promote resilience and positive parenting of their parents.
Research Paper
Bahareh Mohammadi Massiri; mansoureh boahramipourisfahani
Abstract
The aim of the study was The effectiveness of Nagliri executive functions intervention on metacognitive skills, working memory, meta-memory and cognitive load of 10 to 12 year old students with special learning disabilities. The research method was semi-experimental with a pre-test-post-test design and ...
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The aim of the study was The effectiveness of Nagliri executive functions intervention on metacognitive skills, working memory, meta-memory and cognitive load of 10 to 12 year old students with special learning disabilities. The research method was semi-experimental with a pre-test-post-test design and a 45-day follow-up period with a control group. The statistical population included all 10-12-year-old students with learning disabilities in the academic year of 1401-1401 in Lordegan city, which were selected through purposive sampling of 40 students and randomly divided into two experimental and control groups (each 20 people) were appointed. The experimental group received Naglieri's (2014) executive functions intervention during 15 training sessions. The research tools include Sperling et al.'s Metacognition Scale (2001), Damine and Carpenter's Working Memory Test (1980), Trierwich's Multifactor Memory Questionnaire (2002), Pas and Van Muenboer's Cognitive Load Questionnaire (1993), and the Wechsler Children's Intelligence Scale, fifth edition (2014). ) Was. The data were analyzed through analysis of variance with repeated measurements. The results showed that there is a significant difference between the students with learning disabilities who attended the training session and the control group. So that trainings not only affect their accuracy and speed in their academic performance, but also improve their basic cognitive abilities such as reading comprehension, accuracy sequence, information processing ability and also their ability to think and solve problems. Also, teaching cognitive skills helps students with learning disabilities to use appropriate strategies to solve problems in dealing with such problems and to be able to solve their problems.
Research Paper
Esmail Khanjani; Mohammad Reza Bayat; Seyyed Mohammadreza Alavizadeh
Abstract
The purpose of this study was to compare the effectiveness of computer-assisted cognitive rehabilitation and intervention based on virtual reality on sensorimotor benefit and working memory of children with learning disabilities. The current research design was a semi-experimental type of pre-test, post-test ...
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The purpose of this study was to compare the effectiveness of computer-assisted cognitive rehabilitation and intervention based on virtual reality on sensorimotor benefit and working memory of children with learning disabilities. The current research design was a semi-experimental type of pre-test, post-test and three-month follow-up with a control group. The statistical population included all students suffering from a specific learning disorder of the reading type in Arak city in the summer of 2023, 30 of them were selected based on simple random sampling and randomly assigned to 10 groups of computer-aided, virtual reality and test subjects. were subjected to intervention and measured by Kirchner's (1985) working memory task And Integrated Visual and Auditory Continues Performance Test (IVA-2). Then, the participants were re-evaluated after three months to perform a follow-up test. The control group did not receive any intervention during the study. In the end, multivariate analysis of variance with Benferoni's post hoc test was used to analyze the data. Both computer-assisted cognitive rehabilitation and virtual reality interventions were able to improve and increase the amount of auditory and visual interest and working memory in the participants of the test group, and this effectiveness was maintained in the 3-month follow-up test. In terms of effectiveness, the results showed that the computer-assisted cognitive rehabilitation group was more effective in both post-test and follow-up stages. Both treatments, especially the treatment based on computer-aided cognitive rehabilitation,
Research Paper
Dhulfiqar Abdul Mahdi Lafta; khodamorad momeni; jahangir karami; Haider Hatem Alijrish
Abstract
This study aimed to determine the relationship between sensory processing and behavioral problems and social interactions in children with autism spectrum disorder (ASD), with anxiety as a mediating factor. The research method was correlational, using structural equation modeling. The study population ...
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This study aimed to determine the relationship between sensory processing and behavioral problems and social interactions in children with autism spectrum disorder (ASD), with anxiety as a mediating factor. The research method was correlational, using structural equation modeling. The study population included all children with ASD in Kermanshah in 2023, from which 200 parents were selected through convenient sampling. They responded to the Dunn Sensory Profile (2014), the Bellini and Hopf Social Skills Questionnaire (2007), the Achenbach and Rescorla Child Behavior Checklist (2001), and the Rogers Anxiety Scale (2016). The results showed that sensory processing is negatively and significantly related to behavioral problems through anxiety. Additionally, sensory processing has a positive and significant relationship with social interactions, with anxiety acting as a mediator in both relationships. Therefore, sensory processing issues in children with ASD are significantly related to their communication skills and behavioral problems, with anxiety serving as a mediator. Considering the specific characteristics of autism, a comprehensive intervention to address sensory input regulation, emotional control, and communication differences is necessary.